Determining the appropriate placement Implementation Annual review Acceptance/Amendments of an IEP

After the IEP is developed, the IEP team then determines placement—that is, the environment in which the child's IEP can most readily be implemented. IDEA requires that the IEP be complete before placement decisions are made so that the child's educational needs drive the IEP development process. Schools may not develop a child's IEP to fit into a pre-existing program for a particular classification of disability. The IEP is written to fit the student. The placement is chosen to fit the IEP.

IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be that the child will be educated alongside his or her typically developing peers. After examining the child's needs and considering possible in-class aids and services are insufficient to meet the child's needs can the IEP team consider placing the child in a more restricted environment.

The goal of the IDEA is that, as much as possible, children are to be educated in the same classroom as the child's non-disabled peers in the school nearest the child's home.

After the IEP is developed, the IEP team then determines placement—that is, the environment in which the child's IEP can most readily be implemented. IDEA requires that the IEP be complete before placement decisions are made so that the child's educational needs drive the IEP development process. Schools may not develop a child's IEP to fit into a pre-existing program for a particular classification of disability. The IEP is written to fit the student. The placement is chosen to fit the IEP.

IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability is such that appropriate education cannot be provided to the child in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be that the child will be educated alongside his or her typically developing peers. After examining the child's needs and considering possible in-class aids and services are insufficient to meet the child's needs can the IEP team consider placing the child in a more restricted environment.

The goal of the IDEA is that, as much as possible, children are to be educated in the same classroom as the child's non-disabled peers in the school nearest the child's home.

Implementation

After the IEP is developed and placement is determined, the child's teachers are responsible for implementing all educational services, program modifications or supports as indicated by the individual education plan.

Schools must have an IEP in effect at the beginning of the school year. Initial IEPs must be developed within 30 days of the determination of eligibility, and the services specified in the child's IEP must be provided as soon as possible after the IEP is developed.

Annual review

After the IEP is developed and placement is determined, the child's teachers are responsible for implementing all educational services, program modifications or supports as indicated by the individual education

Acceptance/Amendments of an IEP

An initial IEP must be accepted and signed by a parent or guardian before any of the outlined services may begin. However, parents/guardians need not sign any paper work when it is initially proposed. Formerly, they had 30 calendar days to take the paper work home for their consideration. Recent changes have instituted the 11th day rule. The I.E.P must be signed or appealed after 10 days, or the school can implement the most recent version.

The IEP is never set in stone; any member of the team may call a meeting at any time to edit the IEP.